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The Effects Of Types Of Feedback On Learning Retention Feedback Study Time Feedback Efficiency And Response Confidence In The Domain Of Concept Learning
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Book Synopsis The Effects of Types of Feedback on Learning, Retention, Feedback Study Time, Feedback Efficiency, and Response Confidence in the Domain of Concept Learning by : Sue-Jen Chen
Download or read book The Effects of Types of Feedback on Learning, Retention, Feedback Study Time, Feedback Efficiency, and Response Confidence in the Domain of Concept Learning written by Sue-Jen Chen and published by . This book was released on 1991 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Immediate and Delayed Feedback on the Retention of Factual and Rule Learning by : Arthur S. Tabachneck
Download or read book The Effects of Immediate and Delayed Feedback on the Retention of Factual and Rule Learning written by Arthur S. Tabachneck and published by . This book was released on 1982 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research on Educational Communications and Technology by : David Jonassen
Download or read book Handbook of Research on Educational Communications and Technology written by David Jonassen and published by Routledge. This book was released on 2008-09-25 with total page 1296 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
Book Synopsis Using Student Feedback to Improve Learning Materials by : Michael B. Nathenson
Download or read book Using Student Feedback to Improve Learning Materials written by Michael B. Nathenson and published by Routledge. This book was released on 2018-02-06 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of self-instructional learning materials, presented through a wide range of media, was becoming an increasingly pervasive and important part of the educational scene at all levels, from infant school to university. Much had been written, both theoretical and practical, about various aspects of the techniques for developing such materials. However, one phase of the development process, while generally recognised to be critical in producing materials of high quality and educational effectiveness, had been relatively neglected in the literature. This is the phase of trying out the materials in draft form on students, collecting feedback and undertaking revision in the light of the ensuing data. Based on considerable practical experience, this book, originally published in 1980, examines the planning and executing of the collection of feedback from students, on self-instructional learning materials concerned with various subject-matters and presented through various media, both printed and audio-visual. A brief survey of the development of materials-based learning is provided in order to set the use of student feedback in context, and to sort out some of the terminology in common use. The main part of the book illustrates a step by step method through all the stages of the try-out process, from initial planning of the project to final revision of the materials. Thus a particular approach to the process of trying out draft materials is advocated, which is outlined by means of a case study. Finally, there is an examination of whether using student feedback to revise learning materials can actually improve their educational quality and effectiveness, with particular reference to the approach described earlier. Incorporating a full bibliography, this study combines a comprehensive review of what is known about this crucial phase of developing learning materials, with an original ‘how to do it' guide for practitioners which has itself been subject to extensive try-out.
Book Synopsis Visible Learning: Feedback by : John Hattie
Download or read book Visible Learning: Feedback written by John Hattie and published by Routledge. This book was released on 2018-08-15 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Book Synopsis How Learning Works by : Susan A. Ambrose
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Book Synopsis Using Feedback to Improve Learning by : Maria Araceli Ruiz-Primo
Download or read book Using Feedback to Improve Learning written by Maria Araceli Ruiz-Primo and published by Routledge. This book was released on 2017-10-19 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.
Book Synopsis The Effect of Prompting and Feedback on the Learning Retention, and Transfer of Mediated Responses by : Paul Aldon Twelker
Download or read book The Effect of Prompting and Feedback on the Learning Retention, and Transfer of Mediated Responses written by Paul Aldon Twelker and published by . This book was released on 1963 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Feedback in Higher and Professional Education by : David Boud
Download or read book Feedback in Higher and Professional Education written by David Boud and published by Routledge. This book was released on 2012-12-12 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. That the job of feedback is complete with the imparting of performance-related information. That a generic model of best-practice feedback can be applied to all learners and all learning situations It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.
Download or read book Teacher Praise written by Jere E. Brophy and published by . This book was released on 1980 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Feedback for Learning by : Sue Askew
Download or read book Feedback for Learning written by Sue Askew and published by Psychology Press. This book was released on 2000 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines how effective giving feedback actually is in terms of raising standards. It looks at how, why and when feedback is given and the impact this has or does not have on improving learning.
Book Synopsis Written Corrective Feedback: The Role of Learner Engagement by : Alia Moser
Download or read book Written Corrective Feedback: The Role of Learner Engagement written by Alia Moser and published by Springer Nature. This book was released on 2020-12-21 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides new insights into written corrective feedback by describing students’ expectations as well as mediating factors that influence their engagement with it. The book draws on an extensive dataset to illustrate secondary school students’ behavioural, cognitive and emotional engagement with written corrective feedback and the extent to which mediating factors, such as teachers, peers, feedback options, attitudes and emotions, foster or hinder it. It shows why teachers need to provide students with the purpose of the corrective feedback they provide, explain how such feedback works and introduce strategies that can be employed to engage with it. Based on the finding that a combination of several feedback types is essential to ensure learner engagement, the book also provides an extensive description and multiple authentic examples of the Engagement-Feedback-Mediator Model that was developed in the context of this study.
Book Synopsis Visible Learning for Teachers by : John Hattie
Download or read book Visible Learning for Teachers written by John Hattie and published by Routledge. This book was released on 2012-03-15 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Book Synopsis The Effects of Different Evaluative Feedback on Student's Self-Efficacy in Learning by : Song'en Chen
Download or read book The Effects of Different Evaluative Feedback on Student's Self-Efficacy in Learning written by Song'en Chen and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Different Evaluative Feedback on Student's Self-efficacy in Learning" by Song'en, Chen, 陳頌恩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: 2 Abstract for thesis entitled "The Effects of Different Evaluative Feedback on Student's Self-Efficacy in Learning" Submitted by Chan Chung Yan, Joanne for the degree of Doctor of Philosophy at The University of Hong Kong in June 2006 Self-efficacy is an individual's perceived capability to perform a specific task. In Bandura's self-efficacy theory, four sources of self-efficacy have been identified including enactive mastery experience, vicarious experience, social persuasion, physiological and affective states. In educational settings, students' self-efficacy is a key component that enables academic success and teachers play an important role in shaping students' self-efficacy. Through their evaluative feedback, teachers define mastery experience and provide social feedback to students. The main goal of this research is to shed light on how teachers can shape students' self-efficacy in vocabulary acquisition through the evaluative feedback they provide. The selection of evaluative feedback is based on the common practices employed by teachers, including summative feedback, formative feedback, norm-referenced feedback, and self-referenced feedback. The choice of vocabulary acquisition task as the target of investigation serves a practical purpose as vocabulary building is one of the fundamentals of language acquisition and a prerequisite for academic achievement. Having a strong command of vocabulary can enhance students' capabilities in both reading and writing. To maximize internal and external validities, this research used controlled experiments within real classroom settings. The 3 current research comprises of two studies that compared effects of four types of evaluative feedback on students' vocabulary acquisition self-efficacy. In Study 1, a random sample of Grade 8 students (N=79) received training and tests on using prefixes. The results of the tests were designed to induce a failure situation. Every student then received either formative or summative feedback. Students were asked to fill out two questionnaires with regard to self-efficacy. The results showed that summative feedback was more harmful to students' self-efficacy than formative feedback. The implication is that the difference in evaluative feedback had an impact on students' perception of their self-efficacy even though both groups of students evaluated both the quality of instruction and the learning environment as the same, and also encountered the same academic setback in terms of the number of correct answers they got. In Study 2, a random sample of Grade 7 students (N=77) went through similar procedures as in Study 1 except that students received either self-referenced or norm-referenced feedback. The results showed that while students in the self-referenced feedback condition experienced an overall increase in self-efficacy, those in the norm-referenced feedback condition showed a decrease. The implication is that self-referenced feedback was more beneficial to students' self-efficacy than norm-referenced feedback. Implications for efforts to revise the assessment system are discussed. The outcome of this research can provide educators and teachers with information on how to structure academic contexts that would be beneficial to students' self-efficacy, which in turn will enhance their learning motivation and achievement outcomes. (439 words) DOI: 10.5353/th_b3709991 Subjects:
Book Synopsis Effective Feedback for Student Learning in Higher Education by : Iris Vardi
Download or read book Effective Feedback for Student Learning in Higher Education written by Iris Vardi and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ensuring your students get good quality feedback that they can use is one of the most powerful ways to truly make a difference to their learning and satisfaction. This HERDSA Guide will show you how to plan for and provide feedback to students in a time effective way that helps them improve their learning and performance. Based on the latest research and models of feedback, this Guide is full of practical suggestions, insights and techniques. It begins by examining the role that feedback plays in in the educational environment and then provides an overview and synthesis of the literature, providing practical lists on what improves and impedes student performance and confidence.
